<![CDATA[This study analyzes the engagement of 8H-grade students at SMP Negeri 17 Malang (N=31) in Pancasila Education lessons through the implementation of Game-Based Learning (GBL). Employing a qualitative two-cycle Classroom Action Research (CAR) design, the study examines three dimensions of engagement behavioral, emotional, and cognitive before and after the GBL intervention. Data were collected through structured observation, analysis of assignment completion rates, and anonymous written student reflections. The results demonstrate significant improvements across all three dimensions of engagement: active participation increased manifested by students' willingness to write answers on the board, facilitated by the teacher's affective scaffolding assignment completion rates rose substantially, and student reflections indicated heightened emotional engagement, characterized by a perception of the learning process as more enjoyable. Students previously categorized as passive, including specific individuals requiring special attention, demonstrated active engagement when presented with game-based challenges. This study contributes to the GBL literature by providing qualitative, context-specific evidence regarding the effectiveness of GBL in normative subjects at the junior high school level.]]>
Copyrights © 2026
